The Effects of Problem-Based Learning on Metacognitive Awareness and Attitudes toward Chemistry of Prospective Teachers with Different Academic Backgrounds

Autor/inn/en	Tosun, Cemal; Senocak, Erdal
Titel	The Effects of Problem-Based Learning on Metacognitive Awareness and Attitudes toward Chemistry of Prospective Teachers with Different Academic Backgrounds
Quelle	In: Australian Journal of Teacher Education, 38 (2013) 3, Artikel 4 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Problem Based Learning; Metacognition; Chemistry; Science Instruction; Student Teacher Attitudes; Teacher Background; Pretests Posttests; Foreign Countries; Teaching Methods; Instructional Effectiveness; Elementary School Teachers; Problem Solving; Undergraduate Students; Factor Analysis; Turkey + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Problemlösen; Faktorenanalyse; Türkei
Abstract	The aim of this study was to reveal the effects of Problem-based Learning (PBL) on the metacognitive awareness and attitudes toward chemistry of teacher candidates with different academic backgrounds. The study was carried out on one group using both pre-and post-test experimental studies. The findings of the study were obtained through quantitative approaches. The sample of the study was 70 "first-year undergraduate students" at a state university in Turkey taking General Chemistry/General Chemistry-II classes. The study was implemented during the spring semester of the 2011-2012 academic years and for a period of 20 hours. Quantitative data was obtained using the Metacognitive Awareness Inventory and the Chemistry Attitude Scale. Two dependent sample t-tests were used for the pre-and post-test comparisons. The findings showed that PBL was more effective in developing metacognitive awareness levels of students with weak science background knowledge compared to those with strong science backgrounds. In addition, the findings showed that PBL was effective in increasing the attitudes positively toward chemistry of students with weak scientific backgrounds. (Contains 3 tables.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10